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Sustaining the SIOP

Sustaining the SIOP. #3 Comprehensible Input. Sustaining the SIOP. Content Objectives Identify techniques for presenting content information in ways that students comprehend Review various ways to model and provide directions for academic tasks for all proficiency levels. Language Objectives

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Sustaining the SIOP

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  1. Sustaining the SIOP #3 Comprehensible Input

  2. Sustaining the SIOP Content Objectives • Identify techniques for presenting content information in ways that students comprehend • Review various ways to model and provide directions for academic tasks for all proficiency levels Language Objectives • Discuss and listen to ways to modify speech that can increase student comprehension • Write ways to modify activities for students of all proficiency levels and read them to the group.

  3. SIOP’s 8 Components • Lesson Preparation 2) Building Background 3) Comprehensible Input 4) Strategies 5) Interaction 6) Practice & Application 7) Lesson Delivery 8) Review & Assessment

  4. Sustaining the SIOP SIOP Macarena

  5. Lesson Preparation

  6. Building Background

  7. Comprehensible Input

  8. Strategies

  9. Interaction

  10. Practice & Application

  11. Lesson Delivery

  12. Review & Assessment

  13. SIOP’s 8 Components • Lesson Preparation 2) Building Background 3) Comprehensible Input 4) Strategies 5) Interaction 6) Practice & Application 7) Lesson Delivery 8) Review & Assessment

  14. Sustaining the SIOP Component #3 Comprehensible Input

  15. Mr. Cortez Video • How did the teacher purposely approach comprehensible Input? • How will Comprehensible Input help ELL students (English Language Learner)? Non-ELL’s? • What did you like about this lesson? What did you not like about this lesson?

  16. Comprehensible Input: 3 Features 1) Appropriate Speech 2) Clear Explanation of Academic Tasks 3) A Variety of ESL Techniques Used

  17. I Love Lucy • http://www.youtube.com/watch?v=yb2lSEl_Kis&feature=related

  18. Things we can learn from Lucy What did Lucy do to try to get her guests to understand her? • Spoke Loudly • The students can hear, they just can’t understand the language • Spoke Slower • Speaking at a slower rate is okay as long as it does not compromise meaning or pronunciation

  19. Things we can learn from Lucy What did Lucy do to try to get her guests to understand her? • Rephrasing • Synonyms are helpful for ELL students, especially for Academic Vocabulary • Gestures • Physical motion that aides comprehension is appropriate, TPR, etc.. (Her guest used a little of this)

  20. Appropriate Speech • Beginning • Low Intermediate • High Intermediate • Proficient • Advanced Proficient The Michigan English Language Proficiency Assessment (ELPA) is administered to LEP students and the students are scored based on their proficiency levels.

  21. Student Proficiency Examples • Basic: Rain • Low Intermediate: The sky has clouds and there is rain. • Intermediate: The day is very cloudy and heavy rain is falling. • High Intermediate: It is a cloudy spring day and it is raining more than usual.

  22. BEW’s Web of Words • I was so scared that….

  23. BEW’s Web of Words • Fill one box with your phrase • Find a person with the same hair color as you and share your phrase. • Listen and copy their phrase into your web.

  24. BEW’s Web of Words • How can an activity like the Web of Words make Content more comprehensible to all the proficiency levels?

  25. I was so scared that… Basic students may need a picture to identify the word scared.

  26. Clear Explanation of Academic Tasks • Spoken and Written • Step by Step • Modeled/ Demonstrated • Finished Product as a sample

  27. Techniques for Achieving Comprehensible Input • Use expression and body language • Slower rate (thinking time) • Pauses between phrases • Shorter sentences with simpler syntax • Stress high-frequency vocabulary • Repeat/Review Vocabulary • Repeat/Restate for understanding • Be friendly and enthusiastic • Supportive affect • Different perspectives

  28. Deb Painter’s Class • Identify ways that Deb uses some of these techniques in her classroom to reinforce the content. • Write down examples under the appropriate technique

  29. Deb Painter’s Class Brainstorm with a partner how YOU incorporate some of these into your lessons and create a list.

  30. Tickets Out Did we meet our objectives? One new thing that I learned or relearned was… Something I didn’t understand…. Something I would like to learn more about next time….

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